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Title: Ableism and colonialism in international music therapy service-learning settings
Abstract: Music therapy settings are often marked by multiple power hierarchies, in which music therapists hold privileged identities in areas such as race, disability, language, and class in relation to clients who may carry multiple oppressed identities. In international ser...
Show moreMusic therapy settings are often marked by multiple power hierarchies, in which music therapists hold privileged identities in areas such as race, disability, language, and class in relation to clients who may carry multiple oppressed identities. In international service-learning settings, these dualities can be even more pronounced. As international service-learning projects market themselves to young music therapists and students, they emphasize these projects’ ability to accelerate music therapists’ advancement in the profession. However, analysis of visual and written discourse can reveal subtler and more insidious consequences of such projects, particularly in the ways they uphold colonial and ableist paradigms. In this paper, I will outline some foundational understandings regarding Indigenous studies, Disability studies, “voluntourism,” and the relevance of representation. I will then analyze publicly available photos and text from four international music therapy service-learning projects, using Actor-Network Theory to identify colonial and ableist themes. The analyses will demonstrate that these experiences align and prepare young music therapists for broader music therapy practice mainly by reinforcing music therapy’s deeply colonial and ableist foundations. Music therapy identity in these images is white, settler, nondisabled, and aligned with Western music and culture; client identity is Indigenous, colonized, Disabled, and represented without markers of local cultural resources. Beyond identity, these images reveal relational patterns that align with colonial and ableist tropes. As represented in these images and texts, music therapists purportedly give, help, act, distribute, teach, and transform, whereas clients receive, wait, accept, assimilate, and “overcome.” The representations are not merely neutral agents that reveal existing dynamics; they also perpetuate problematic notions of music therapy as an assimilative and charitable agent, enacted by active “helpers” upon passive “sufferers.” They both accentuate and perpetuate assumptions of Black and colonized people as needy or deficient, positioning Western music therapists conversely as helpful and sufficient. In analyzing and interpreting these representations, I will approach the following questions: How much does music therapist identity depend on the construction of a needy other? In representing ourselves as helpers, how do music therapists unwittingly create or emphasize deficits in clients?
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Year Issued: 2021

Author: Gilman, Vee
Sub-title: A critical discourse analysis

Title: Accuracy of the Autism Spectrum Screening Questionnaire
Abstract: Females with autism spectrum disorder (ASD) is an emerging research topic in the field of special education. Identification of ASD begins with the use of screening tools. This study utilized the Autism Spectrum Screening Questionnaire – Revised Extended Version (ASSQ...
Show moreFemales with autism spectrum disorder (ASD) is an emerging research topic in the field of special education. Identification of ASD begins with the use of screening tools. This study utilized the Autism Spectrum Screening Questionnaire – Revised Extended Version (ASSQ-REV) to (1) evaluate the accuracy of the Autism Spectrum Screening Questionnaire (ASSQ) in identifying males and females with ASD and (2) evaluate the accuracy of the Autism Spectrum Screening Questionnaire – GIRL (ASSQ-GIRL) questions in distinguishing between the female and male phenotypes of ASD. Two hypotheses were proposed: (1) males will more accurately be identified than females as having ASD using the ASSQ and (2) the ASSQ-GIRL will identify the female phenotype of ASD at a greater rate than the male phenotype of ASD. Heterogenous convenience sampling was utilized to recruit 49 participants. Responses were analyzed through quantitative analysis using the McNemar’s test. Results showed no statistically significant difference for both hypotheses thus disproving both proposed hypotheses. Further research should focus on the inclusion of characteristics of females with ASD into ASD screening tools. This research has the potential to lead to earlier ages of diagnosis for females with ASD thus resulting in increased access to needed interventions and supports.
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Year Issued: 2024

Author: Castonguay, Sydney
Sub-title: GIRL in Identifying Females with Autism Spectrum Disorder

Title: ADAPTED PHYSICAL EDUCATION SERVICE PROVIDERS’ PERCEPTIONS OF SENSORIMOTOR STAGE LEARNERS
Year Issued: 2024

Abstract: Students with severe disabilities at the sensorimotor stage of learning require specialized instructional practices. Limited research into service provider perceptions related to Service Provision and lack of available professional development confound the challenge ...
Show moreStudents with severe disabilities at the sensorimotor stage of learning require specialized instructional practices. Limited research into service provider perceptions related to Service Provision and lack of available professional development confound the challenge of implementing effective instructional practices. The investigation used a one-group pretestposttest research design to investigate current perceptions and self-reported changes in the use of research-based strategies and evidence-based practices after a self-paced asynchronous professional development module developed by the researcher. Data were collected using a questionnaire developed based on the theory of planned behavior which served as the theoretical framework. The pretest-posttest results of ten participants were analyzed to determine relationships and correlations using descriptive and inferential statistics. The results indicated a correlation between confidence in providing Adapted Physical Education services and confidence in being able to fulfill other role responsibilities. The quantitative data results indicated participants who completed the professional development module were more likely to implement routines and hand under hand guidance. Supporting qualitative data results indicated more intentional use of highly effective strategies. Based on the results, APE service providers perceive the value in high quality learning opportunities for students with severe disabilities at the sensorimotor stage of learning.
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Author: Campbell, Angela

Title: Analyzing and comparing similarities and perceptions of current status and of years of experience regarding positive behavioral interventions and supports (PBIS) tier 1 implementation across multiple K-6 schools
Year Issued: 2022

Abstract: In this study, the educational discussion focused on Tier 1 implementation of the behavioral management system known as positive behavioral interventions and supports (PBIS) within three randomized K-6 elementary schools all at varying years of program implementation...
Show moreIn this study, the educational discussion focused on Tier 1 implementation of the behavioral management system known as positive behavioral interventions and supports (PBIS) within three randomized K-6 elementary schools all at varying years of program implementation (Lower Elementary, K-3 Elementary, and K-6 Elementary school). Further, the study fixated on whether there were commonalities or differences in the perception of the current status of PBIS Tier 1 implementation which came in the form of a mixed-method approach for the participating general and special education teachers within those schools. An effective, consistent, and positive behavioral management system in schools is a relatively new concept with so many educational institutions in the past taking punitive approaches toward discipline. To take a more proactive approach toward behavior, schools have been utilizing PBIS to reshape the thinking of students and teachers to develop better and safer environments for learners and educators alike. The data collected in this study was analyzed using the Kruskal-Wallis H test and detailed thematic analysis. The qualitative analysis results revealed the presence of five major themes regarding feedback from staff on the factors and perceptions contributing to successful Tier 1 implementation of PBIS. Such themes consisted of: (a) Buy-in from stakeholders; (b) Needing the use of consistent language, communication, and policies across the school; (c) Informing and reminding students about the expectations on a daily basis; (d) Integrating the teaching of Values inside and outside of the classroom; and (e) Needing to implement constant and clear communication to all stakeholders. Results showed that while school-wide discipline systems were more prevalent, visible, or successful in the lower elementary school, the implementation of non-classroom management systems and classroom management systems of the respective schools was almost similar with the implementation of being mostly in place. Recommendations for future research include more understanding of the main needs of a school (resources, training, time, evaluation, etc.) of a school, a heightened awareness of disciplinary action needs to be emphasized by means of restorative behavioral management practices for all staff, and a need for advanced tiers should be established for all students. Implications for positive change include increased teacher/school awareness, support, and guidance with PBIS, enhanced restorative behavioral management skills, and a positive shift in mindset regarding interacting with negative behaviors within school settings.
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Author: Schleicher, William

Title: Augmented and virtual realities in special education contexts
Abstract: The augmented and virtual reality applications literature base spans more than 30 years with one of the first studies conducted by Meredith Bricken in 1991. With the advances in technology, researchers are increasingly examining the use of augmented reality (AR) and ...
Show moreThe augmented and virtual reality applications literature base spans more than 30 years with one of the first studies conducted by Meredith Bricken in 1991. With the advances in technology, researchers are increasingly examining the use of augmented reality (AR) and virtual reality (VR) within educational contexts, more specifically special education contexts. VR is one of the fastest growing technologies (Nuguri, Calyam, Oruche, Gulhane, Valluripally, Stichter, & He, 2021) and AR is growing rapidly showing advances in interaction, navigation, and tracking within education, entertainment, business, medicine, and other settings (Ablyaev, Abliakimova, & Seidametova, 2020). Despite AR and VR demonstrating documented success with enriching learning opportunities and task performances (Billingsley, Smith, Smith, & Meritt, 2019; Bricken, 1991; Nuguri et al., 2021), there is limited research on applying these programs directly within a school setting for students with disabilities. To understand the effectiveness of AR and VR, a meta-analysis of six studies was conducted using hierarchical linear modeling focusing on functional, transitional, and social skills. Participants included 18 students ages 6-15-years-old all with a special education diagnosis (i.e., Intellectual Disability or Autism). Results suggest that these interventions are effective in developing functional, transitional, and social skills with students with disabilities. Most notably, participants aged 14-15 years old showed the greatest effect estimates. There were no differences for sex. Limitations and potential future directions in supporting students with disabilities are discussed.
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Year Issued: 2021

Author: Herman, Toriel
Sub-title: a meta-analysis

Title: Befriending the piano
Abstract: This mixed methods dual case study explores the impact of creative free play sessions on college music students' experiences of piano performance anxiety within a music therapy context. Participants included Johanna and Wade, undergraduate students enrolled in a clas...
Show moreThis mixed methods dual case study explores the impact of creative free play sessions on college music students' experiences of piano performance anxiety within a music therapy context. Participants included Johanna and Wade, undergraduate students enrolled in a class piano course for non-piano majors. Johanna, a white 20-year-old cis female, and Wade, a white 35-year-old cis male, participated in 8-10 music therapy sessions that involved discussion and creative free play on piano focusing on alleviating performance anxiety and fostering creative expression. Findings indicate that both participants experienced varying degrees of anxiety reduction and increased comfort with piano performance over the semester. Johanna’s narrative highlighted her journey of overcoming internal fears and building self-confidence while Wade’s narrative demonstrated his experience of finding a meaningful connection to the piano and utilizing the piano as a tool to help manage external stressors. Both participants reported the therapeutic relationship and dedicated time to engage creatively with the piano as the most beneficial in reducing anxiety and increasing productivity. Pre and post test questionnaires indicate the most improvement in the areas of proximal somatic anxiety, worry about performance, and negative cognitions related to performance anxiety and well as self-reported decreases in overall levels of general and piano performance anxiety. Implications for future research suggest incorporating creative arts therapies in college counseling centers to address performance anxiety for students across performing arts modalities. Future research should expand to include larger studies and participants from diverse performance disciplines to validate findings and broaden applicability in higher education settings.
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Year Issued: 2024

Author: Sandham, Randy
Sub-title: A dual case study of the impact of music therapy and piano-based free play on college students' piano performance anxiety

Title: A correlational study
Year Issued: 2023

Author: Locke, Danelle
Sub-title: Kindergarten readiness and third grade state assessment scores within Title I and non-Title I schools

Title: Creating a trauma informed school
Abstract: The purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of ...
Show moreThe purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of a social-emotional resource. The resource entitled In Focus authored by Thomas McSheehy MSW, LSW was implemented in general education classrooms for 45 school days. Prior to the implementation of the resource, a qualitative survey was provided to participating teachers to determine previous knowledge of trauma-informed schools and social-emotional learning. This information would be further used to support professional development needs of educators in the participating district to support students that have been impacted by traumatic events. During the 45 days, weekly professional development meetings were conducted with the study group that focused on equipping educators with the necessary skills and knowledge to provide a trauma-sensitive environment. At the conclusion of the 45 day study, an electronic qualitative survey was provided to the participants to confirm or refute the success of the selected social-emotional resource, In Focus. iv The research questions examined during the study included: 1. Prior to this study what training or professional development did Kindergarten-Grade 4 teachers participate in related to trauma-informed schools? 2. After nine weeks of incorporating a daily social-emotional learning resource, what impact was evidenced in the classroom community? 3. After implementing a social-emotional learning resource, and attending the weekly professional development meetings, what specific skills, knowledge, and/or strategies do Kindergarten-Grade 4 teachers feel the most confident to implement in their classrooms? 4. After attending the weekly professional development meetings and evening professional development event, at what level will K-4 teachers feel prepared to deliver a social-emotional learning resource to students? This study contributes to the research in the area of supporting students that have experienced traumatic events and the teachers that support them. Further, it outlines the needs of the participating teachers in the district relating to past and future professional development opportunities around the topic of social-emotional learning and trauma-informed and sensitive schools. An electronic survey was conducted to gather feedback on the areas of the resource that participating teachers determined to be both successful and not helpful to their classroom community. Additionally, teachers provided a comparison of social-emotional competencies that they observed in their students as compared to prior observations to the resource implementation.
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Year Issued: 2022

Author: Doyle, Kristen
Sub-title: a study of the implementation of a social-emotional learning resource

Title: Critical analysis of classroom management issues within early childhood classrooms
Year Issued: 2018

Abstract: Classroom management has been the topic of many research studies in the past (Anderson & Kinaid, 2005; Carter & Pool, 2012; Chu, 2015; Ersozlu & Cacyi, 2016; Evertson, 1989; Grining, et al., 2010; Ritz et al., 2014). The purpose of this study was to examine what earl...
Show moreClassroom management has been the topic of many research studies in the past (Anderson & Kinaid, 2005; Carter & Pool, 2012; Chu, 2015; Ersozlu & Cacyi, 2016; Evertson, 1989; Grining, et al., 2010; Ritz et al., 2014). The purpose of this study was to examine what early childhood teachers regarded as disruptive behaviors, what strategies were used to manage said behaviors, and the usefulness of using said strategies. All participants in this research were currently teaching in a Head Start or Pre-K classroom. To collect data for this study, a mixed method study was conducted. A quantitative survey was conducted to gather information on the types of classroom management strategies that were used and the frequency and usefulness of said strategy. To gather qualitative data for this study, four open-ended questions were asked at the beginning of the survey to gather more in-depth answers from teachers on classroom management. The participants interviewed for this study were certified teachers who were employed as early childhood teachers located in Western Pennsylvania. The interviews occurred during the 2017-2018 school year. Results from this study included five main findings. First, it was determined that disruptive behaviors vary between early childhood classrooms and that teachers would benefit from learning classroom management strategies that focus on managing a range of behaviors. Second, lack of knowledge in the time and consistency it takes to shape behaviors leads to teachers not committing to research-based classroom management techniques. Third, teachers have not had enough training in using research-based classroom management techniques for those techniques to be considered useful and effective in their classroom. Fourth, teachers need additional support within their classroom to better meet the needs of diverse learners. Finally, when specific research-based teaching strategies were used frequently, teachers found them to be very useful. Findings suggest that early childhood teachers would benefit and are in need of additional trainings in how to use research-based classroom management techniques to manage disruptive behaviors.
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Author: Reed, Cybill

Title: The Development of a Reflective Wellness Self-Assessment for Music Therapists
Year Issued: 2019

Abstract: The inspiration behind developing a reflective wellness self-assessment tool for music therapists came from the rationale that 1) burnout is an ethical issue that is prevalent in our profession and 2) no other tool which encourages therapist self-reflection on this i...
Show moreThe inspiration behind developing a reflective wellness self-assessment tool for music therapists came from the rationale that 1) burnout is an ethical issue that is prevalent in our profession and 2) no other tool which encourages therapist self-reflection on this issue exists in the field of music therapy. In an effort to create a unique tool that is relevant to the uniqueness of the profession, this self-assessment resource was based on pre-existing research and literature specific to music therapists and their experiences of burnout and burnout prevention. The development of this tool involved four phases: 1) an extensive investigation and organization of music therapy literature regarding personal and professional wellness; 2) the development of the wellness self-assessment tool based on the results found in the literature; 3) an evaluation process of the self-assessment by advanced and student music therapy professionals; and 4) an examination of the evaluation results and making changes to the assessment based on those results. In addition to their questions and suggestions that contributed to changes made to the assessment, the evaluators also identified multiple uses of the wellness self-assessment for music therapists, such as: bringing results into individual, group, or peer supervision; administering it to interns and students; completing it at regular intervals (i.e. 5-year re-certification); using it for future research on music therapy burnout; and incorporating it into the music therapy curriculum. The evaluators also indicated that the strengths of the wellness self-assessment tool were that it is specific to the field of music therapy, it is holistic and comprehensive, and it inspires critical and valuable self-reflection. The Wellness Self-Assessment for Music Therapists has ethical implications and is designed to be a preventative resource that promotes self-awareness, self-reflection, and overall wellness for the music therapist’s personal and professional self.
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Author: Chambers, Janelle

Title: Educating the Severely Disabled Medically Complex Child
Abstract: This study examines the perspectives of parents who have children with severe and profound disabilities and medically complex conditions. Children have the right to a free and appropriate public education. However, when faced with extremely significant physical, cogn...
Show moreThis study examines the perspectives of parents who have children with severe and profound disabilities and medically complex conditions. Children have the right to a free and appropriate public education. However, when faced with extremely significant physical, cognitive, and medical deficits, quality of life plays a central role in determining the least restrictive environment for their education to take place. In this qualitative single case study research design, parent participants were interviewed to gain their perspective based on the conceptual framework that incorporates school options, barriers and resources, parent support, and quality of life. Data from interview transcripts were coded leveraging thematic analysis. Four major themes were found, and conclusions were developed by weaving evidence from the interviews and literature. Results revealed the importance of education, the importance of quality of life, giving the child what he or she needs, and finding the support needed to raise a child with severe and profound disabilities and medically complex conditions. These findings indicate that all stakeholders play a positive role in fostering more inclusive and equitable educational practices. This includes supporting educational programs, ensuring access to specialized schools or medical care, promoting social opportunities, advocating for vulnerable students, and acting with empathy, thereby shaping the policies and frameworks that guide special education.
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Year Issued: 2024

Author: Grassmyer, Cassie
Sub-title: A Case Study on Parent Perspectives

Title: Effectiveness of a summer intervention program on improving kindergarten readiness in at-risk students
Year Issued: 2021

Abstract: While a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness ...
Show moreWhile a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness skills during the kindergarten registration process. Often, children who are identifies as having weak readiness skills at kindergarten registration will need to wait until school begins in the fall to receive intervention, putting students further at-risk for school failure. The United Way of Mercer County’s Success By 6™ program offers a 6-week intervention for students identified during registration as having poor readiness skills. This study determined the effectiveness of Success By 6™ on improving both academic and social readiness skills deemed necessary for school success. A total of 216 students completed the Kindergarten Readiness Test at the beginning and the end of the program. Teachers also rated students’ social emotional learning using the Social Skills Improvement System Social Emotional Learning Progress Monitoring Scales. Results from paired sample t-tests indicated a statistically significant improvement in students’ academic readiness, t(215) = 16.58 p < .001, after completing the program. Students also made statistically significant gains in social emotional skills needed for kindergarten readiness, t(231) = 22.13, p < .001, after participating in the program. Both calculations revealed large effect sizes (d = 1.13 and 1.45, respectively). Implications of this research can effect social change at local, state, and federal levels in order to expand evidence-based practices in early childhood education.
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Author: Billak, Nicole

Title: Effectiveness of inclusion in K-12 schools on students' academic performance
Abstract: Students with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it di...
Show moreStudents with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it difficult for educators to effectively educated diverse students. The purpose of this qualitative descriptive study sought to understand how inclusion impacts the learning of all students. Twelve participants were used in this study that included general education teachers, special education teachers, and administrators. Semi-structured interviews were conducted which each participant. The results of this study conclude that many educators feel unprepared to educate diverse classrooms and uneducated on special education regulations. A recommendation for future research is to evaluate the effectiveness of teacher preparation programs. Finally, there is a need for more professional development and training in the area of special education for educators.
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Year Issued: 2023

Author: Confair, Angela
Sub-title: a qualitative study

Title: The effects of an interactive online learning platform on second-grade students' mathematics performance
Year Issued: 2023

Abstract: As the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially childr...
Show moreAs the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially children and their academic progress. Regardless of the cause, educators are planning their approach on how to fill the educational gaps presented to them to ensure all students achieve academic success. While utilizing a single subject criterion changing quantitative methodology, the purpose of this study was to identify whether IXL Learning was a successful intervention for second-grade students demonstrating a need for remediation of place value skills, as measured by researcher-created, curriculum-based weekly assessments. Data shows a slight increase in weekly researcher-created, curriculum-based assessments centering around place value skills, a large number of exposed place value questions for each student, and a slight increase in place value scores. However, a general pattern of criterion shifting was not found while utilizing IXL Learning as an interventional practice. It is recommended that a blended educational approach with various components be utilized for instructing place value concepts at the second-grade level.
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Author: Swartzfager, Alyssa

Title: Effects of an iPad as a prompting device on increasing independence skills in elementary students with autism spectrum disorder
Year Issued: 2017

Abstract: Students with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks ...
Show moreStudents with autism spectrum disorder can experience challenges in acquiring the necessary adaptive skills to successfully transition out of high school. These challenges can prevent them from achieving independence, making them reliant on adults for everyday tasks and having a restrictive impact on their level of involvement in their school and community. Current research is exploring the use of iPads as prompting tools on the acquisition of adaptive skills in individuals with autism spectrum disorder, specifically with individuals at the middle and high school level (Bouck, Savage, Meyer, Taber-Doughty, & Hunley, 2014; Gardner & Wolfe, 2015; Plavnick, Sam, Hume, & Odom, 2013). The purpose of this study was to determine the effectiveness of an iPad with the FileMaker app to promote independence skills by presenting daily living tasks through video and static picture prompting to third through sixth grade students with autism. A multiple probe design was utilized across three daily living skills and replicated across four participants to determine the effectiveness of an iPad with the FileMaker app as a prompting tool. Results indicate that participants could select a desired prompt type and that some participants could self-prompt through task steps for various skills without adult intervention. All participants were able to decrease the mean percentage of steps completed independently correct from the initial probe phase to the iPad intervention phase. In addition, participants were able to maintain high levels of performance in follow-up and maintenance probes.
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Author: Stephanie M. Hindman

Title: The effects of cooking independence on high school life skill students
Year Issued: 2024

Abstract: Funding for schools is historically always an issue. It is increasingly such an issue that schools have been taking away funding for practical arts classes such as cooking classes and allotting the money towards other academic areas. That change in funding ends up sh...
Show moreFunding for schools is historically always an issue. It is increasingly such an issue that schools have been taking away funding for practical arts classes such as cooking classes and allotting the money towards other academic areas. That change in funding ends up shutting down practical arts classes causing a loss of skills that students need to know for adulthood. Practical Arts classes specifically cooking classes can be beneficial for students placed in the life skills classroom because it allows them to increase their functional academics, and social interactions. These classes help build their self-esteem while integrating sensory skills as well as teaching health and nutrition, and the ever most important transition to adulthood skills also known as independence. It is imperative that practical arts classes are fully funded to not only meet the needs of students while in class but to but to increase their skills for independence and daily living.
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Author: Capuano, Meredith

Title: Effects of implementing a transition curriculum using Google Classroom on the self-determination, post-secondary readiness, and career readiness skills of high school students with high incidence disabilities
Year Issued: 2021

Abstract: Students with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to impl...
Show moreStudents with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to implement a transition curriculum would affect the career readiness, post-secondary readiness, and self-determination skills of students with high incidence disabilities. The literature review revealed that there are several definitions and theories defining the components that comprise an effective transition curriculum. Using Google Classroom transition modules were created and implemented that focused on the components: age-appropriate assessments, individualized and student-centered planning and goal setting, career exploration, post-secondary training exploration, employment preparations, and self-determination. A quantitative study was designed to determine whether utilizing Google Classroom had an effect on the self-determination, career readiness, and post-secondary readiness skills of the student participants. Two rating scales were utilized, and a Wilcoxon signed-rank test was used to analyze the data. Utilizing Google Classroom had an overall positive effect on the self-determination, career readiness, and post-secondary readiness skills. The transition curriculum also had a positive effect on all areas except leisure activities. This positive effect has many implications on future transition educational practices and post-high school outcomes for students with disabilities. This positive effect could help students secure financial stability and successfully live independently after high school.
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Author: Williams, Katie

Title: The effects of music therapy on social skills in individuals with autism
Abstract: Over the past decades, the rate of autism has increased around the world (Ghasemtabar et al., 2015). A prolonged impairment in social skills and communication is a key feature of autism. According to Vaiouli and Schertz (2012) joint attention is an important developm...
Show moreOver the past decades, the rate of autism has increased around the world (Ghasemtabar et al., 2015). A prolonged impairment in social skills and communication is a key feature of autism. According to Vaiouli and Schertz (2012) joint attention is an important developmental milestone for developing higher levels of social engagement. The delay or absence of joint attention is typically seen in individuals with autism (Vaiouli & Schertz, 2012). Given that there is no known treatment or cure for autism, the focus in supporting individuals with autism is aimed toward implementing an intervention strategy that targets the symptoms of autism (Yum et al., 2020). The current investigation conducted a meta-analysis on the effects of music therapy on social skills in individuals with autism. The analysis for this study was based on data from four research studies providing 20 effect size estimates. The sample within the four studies included data from 117 participants. The sample size for the effect size analysis was based on a sample size of n = 596. The four articles included in this meta-analysis produced an overall large positive significant effect size of d = 0.572 with a 95% confidence interval of 0.37 to 0.78. The mean effect size suggests a large significant effect from music therapy across all studies. All studies included in this current investigation published and reported overall positive results. The Q-statistic tests revealed significant heterogeneity across all studies, with variability across the mean effect size estimates, ranging from d = - 0.14 to d = 1.28. Since the effect size estimates were all positive for the published studies, it is likely that publication bias existed in the studies used in this meta-analysis. According to Walker et al. (2008) high levels of heterogeneity can compromise the conclusion of a meta-analysis, therefore future research is also needed to help decrease the level of heterogeneity across studies.
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Year Issued: 2023

Author: Rux, Hannah
Sub-title: a meta-analysis

Title: The effects of physical exercise on stereotypic behaviors in autism
Abstract: The prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interactin...
Show moreThe prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interacting with their surrounding environment. Both consequence-based and antecedent based interventions have been successful in decreasing these interfering behaviors. The performance of physical exercise has shown positive results as both a consequence based and antecedent based intervention in reducing stereotypic behaviors. The current investigation conducted a meta-analysis on the effects of physical exercise on stereotypic behaviors in individuals with autism. This study was able to run this meta-analysis using both aggregate score studies and single subject design studies. This study identified 10 research articles that met all of the inclusion criteria. The 10 articles were coded according to sixteen primary moderators and four peripheral moderators. The 10 articles produced an overall large effect size of d = -.456. This large effect size demonstrated that physical exercise is effective in decreasing stereotypic behaviors in individuals with autism. However, no significant statistical difference was observed within any of the primary and peripheral moderators. The lack of significant statistical difference within any of the moderators lead the current investigator to conclude that the effect of physical exercise on stereotypic behaviors in individuals with autism may not be impacted by external factors. Further research is needed to determine the internal neurobiological effects of physical exercise on stereotypic behaviors in individuals with autism.
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Year Issued: 2018

Author: Christopher W. Tarr
Sub-title: a meta-analysis

Title: The effects of staff training in blocking techniques and trauma informed care on the number of student restraints in a special education setting at a suburban public-school district
Year Issued: 2018

Abstract: The purpose of this study was to determine if the implementation of a staff development program that included instruction in trauma informed care, de-escalation, and the use of soft blocking pads (Ukeru ™) would influence the number of times students attending public...
Show moreThe purpose of this study was to determine if the implementation of a staff development program that included instruction in trauma informed care, de-escalation, and the use of soft blocking pads (Ukeru ™) would influence the number of times students attending public-school special education programs were physically restrained. Restraint reduction/elimination efforts have been documented at psychiatric hospitals and residential treatment facilities for individuals with disabilities but not in public-school settings. There are many peer reviewed studies in the professional literature that detail the potential negative effects of restraint which include injury, trauma, negative perceptions, and sometimes death. This quasi-experimental design employed a retrospective data analysis to determine the usage of restraint across multiple school district supported programs. In this study data that was submitted to the Pennsylvania Department of Education's Restraint Information System of Collection (RISC) by one school district was analyzed over a three-year period. State wide data reports were also analyzed. Restraints per student, total restraints, mean number of restraints, and injuries to students or staff were rep01ied and analyzed to dete1mine trends over the three-year study. The nomandom sample was dete1mined by program assignment. Students attended either a public-school special education program, a residential treatment facility program, a partial hospitalization classroom, or an approved private school. The public-school students (all identified as eligible and in need of special education) were exposed to the Ukeru™ intervention during pmi of year two, and all of year three. All other groups served as comparison groups where the use of restraint continued to be used as a crisis management intervention. The use of restraint was eliminated in year three in the public-school special education setting. The Ukeru™ intervention was employed with the same number of students that had been traditionally restrained, suggesting that use of the trauma informed care, de-escalation, and soft blocking pads (Ukeru™) replaced the need for restraint. All comparison groups continued to regularly utilize restraint, with a substantial increase in restraints occurring at the residential treatment facility and overall across the state of Pennsylvania. There was no reduction in injuries associated with the utilization of the Ukeru™ intervention. Three years of data review supports that student and staff injuries occurred at very low rates at all school district supported programs prior to the implementation of Ukeru™ (year one), during the trial school year (year two), and during full implementation (year three).
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Author: Edward G. Nientimp